unit4《Sharing》教案---writing
【公开课】选修七Unit4 sharing教学设计
பைடு நூலகம்
Module7 Unit4 Sharing
课型
阅读课
1.整体设计思路、指导依据说明 （1）英语新课程改革积极倡导以学生为主体的课堂教学，以此为理念设计了本节“谐 动” 式的教学。 先采用歌曲、 名言的导入营造和谐的课堂氛围， 然后利用话题 “What can we share?” 和学生自由交谈，激发学生的兴趣，让课堂变得生动，接着通过对 Reading 里的人物 Jo 和地点 PNG 的背景知识介绍进入语篇的阅读和学习，在阅读 教学中采用任务设置、问题创设等多样性的教学手段让学生主动参与课堂，再通过 辩论升华课堂活动，最后通过 comprehending 解读篇章中 sharing 的潜在内涵，达到 情感教育和读写任务的指导。整个教学设计流程都旨在让学生通过听、说、读、写 体验和参与学习过程，提高阅读能力，也培养他们的交际能力和合作能力。 （2）新课程主张以学生认知、思维、动机、兴趣、情感意志的全面和谐发展为最终效 果，本节采用问题探究、双向型、 多向型、任务型等教学策略，开展辩论、竞赛、 抢答、表演等活动形式，借助多媒体，使各个教学环节的设计能最大限度地开发 学生的潜能，激励他们通过动脑、动眼、动口、动耳、动手来体验成功的快乐， 达到寓乐于学的目的。 2.教学背景分析 本单元的重点话题是帮助弱者、志愿服务、合作共享等。通过听、说、读、 写等活动不仅学习有关的语言知识，还要培养学生的社会责任感。 1.Warming Up 部分是一个调查。该活动分三步进行：首先回顾自己曾经做过的 助人为乐的好事，并采访三位同学；然后，根据调查内容列举班上同学所做的 好事；最后讨论 volunteer 一词的内涵。该部分的讨论可以和中学生参与的“志 愿者活动”、“手拉手活动”、“献爱心活动”等联系起来。 2. Pre-reading 部分交代了阅读文章的文体 (1etter) 和作者 (a young Australian woman，Jo)。阅读中提供了十幅图片，阅览这些图片有助于学生理解这封书信 的内容，因此，“读前”部分要了解人物，时间，地点 (Papua New Guinea)及故 事发生地 Papua New Guinea 的基本概况，这样有助于学生加深理解，“志愿者 活动”的意义。 3. Reading 部分是一封家书。作者志愿在巴布亚新几内亚(Papua New Guinea)的 一个小山村教书。在她写给 Rosemary 的信中，作者描述了该村学校的情况和去 一学生家做客的经历。 4. Comprehending 部分设置了一个表格问题。此练习为小组讨论题，首先要求学 生读懂书信内容，用表格的形式帮助学生整理书信中提到的信息，然后要求学 生联系自己的实际，比较校舍、教学条件、生活状况等，并引发学生思考，谈 谈是否愿意参加志愿者活动。 学生 情况 分析 学生已经积累了一定的关于志愿者生活的词汇和句型， 但是阅读技能有待进一 步提高，合作精神、交际能力、自信心也可以进一步培养。因此设计了本节课 阅读教学之前的简洁问答， 也在阅读教学中设置了相关的任务及问题引导学生 寻找语篇信息，并在最后环节设题辩论，这些多样性的教学手段也容易保持学
unit4-sharing优质课课件
Task 1. Fill in the charts(Para.2 ~ 3).
1_b_a_m__b_o_o_ classrooms School 2_g_r_a_s_s___ roofs
no electricity
Difficulties
no 3_w__a_te_r__ no 4_t_e_xt_b_o_o_ks no 5_e_q_u_ip_m__ent
be dying to
极想；渴望
participate in
参加
hut
小屋；棚屋
roof
屋顶
Step2 Fast–reading
Read the letter quickly to do the exercises:
Q: How many parts can the letter be divided into?
B. the ending C. opening of the letter and
instruction to what will be talked about D . a visit to a local family
Step 3 Careful- reading
Read the letter carefully to finish the tasks below.
Xuexiao xingming
Let the world filled with love （让世界充满爱）
新人教选修七 Unit 4 Sharing Writing
D: Medecines Sans Frontieres (MSF) is an organization that provide free medical care to children in poor countries.
Writing on Page 36
Now write about Dr Murray for the school magazine. 1. who she is 2. reasons why she joined MSF 3. what she did in Malawi 4. what she did in the Sudan 5. the effects on her of her
What she did in Mailawi
She made the same commitment to the people of the Sudan when she worked there. But this time her problems were different. The climate and the basic conditions of the clinics made her life very challenging. But she could still laugh about some of her experiences. She admitted that “it’s amazing what you
Aanshan,
My name is Xiao Guang and I’m really pleased that I can help you stay at school. I’ve heard that you love practising English so I’m also practising my English in this letter!
unit4《Sharing》教案---语法
Unit 4 Sharing.语法在复合句中修饰名词或代词的从句叫定语从句。
被修饰的名词或代词叫先行词。
引导定语从句的关系代词有who，whom，whose，which，that等和关系副词where，when，why等。
关系代词和关系副词在定语从句中充当一定的句子成分。
1. 由who，whom，whose引导的定语从句这类定语从句中who用作主语，whom作宾语，whose作定语指人。
例如：① This is the man who helped me.这位是帮过我的那个人。
② The Doctor whom you are looking for is in the room. 你找的那位大夫在屋里。
③ Do you know the man whose name is Thompson?你认识那个叫汤普森的人吗？2. which引导的定语从句这类从句只能指物，which在从句中作主语或谓语动词或介词的宾语。
例如：① This is the book which you want.这就是你要的那本书。
② The building which stands near the river is our school.河边的那栋楼是我们学校。
③ The room in which there is a machine is a workshop. 有机器的房间是车间。
1）whom，whose，which作介词宾语时，介词一般可放在它们之前，也可放在从句原来的位置上，在含有介词的动词固定词组中，介词只能放在原来的位置上。
例如：This is the person whom you are looking for. 这位就是你在找的那个人。
2）引导非限定性定语从句时，关系代词往往用which，不用that。
例如：I have lost my book, which I like very much. 我的书丢了，我非常喜欢那本书。
英语：unit4《Sharing》教案(1)
Unit 4 sharingReading：A letter HomeTeaching goals1. Target languageImportant words and phasesrelevant, doorway, adjust, platform, soft, grill, privilege, be dying to, adapt to, for sure, come across, make a difference, shake hands with, get through, stick out, dry out, dry up.2. Ability goalEnable the students to learn about PNG and Jo’s work in PNG as a volunteer teacher.3. Learning ability goalHelp the students learn how to read between lines and find the positive and negative aspects of doing something.4.Emotional goalDevelop the students’ sense of responsibility.Teaching important and difficult pointHelp the students read between lines and comprehend the passage completely by knowing logical relations between facts and reasons.Teaching methodsSkimming, scanning and task-based method.Teaching aidA tape recorder.Teaching procedures.Step Ⅰ Pre-readingTalk about sharing and volunteers.Talk about some information about PNG.Introduce Jo and let the students answer the questions in Pre-reading according to the pictures.They may discuss with each other.Photo 1 to 31. What kind of student was in Jo’s class?2. Describe the classrooms.Suggested answers：1. Teenage boys. They are poorly dressed.2. The classroom are made with wooden poles and have bamboo walls and grass roofs(except for the new science lab which has a metal roof). The floor has bamboo matting on it. The walls do not reach the roofs. There is no glass in the windows.Photo 4 to 101. Jo took many photos of a visit to a student’s village. What can you say about the village?2. What can you say about life in the village?Suggested answers：1. The village is very small. It is by a river at the bottom of a valley. It has steep slopes all around it.2. The village huts are small. They have on windows. They are made of wood and bamboo and have grass roofs. Meals are prepared and looked outside. One of the crops grown is peanuts. The tool used for this crop is digging stick. There is a woman carrying a naked baby on her shoulders. She is also carrying a heaving-looking bag. She has bare feet.Step Ⅱ Reading comprehendingSkimmingT：Now read the letter and try to get the general idea of it. Try to divide it into four parts, and summarize what each part is about.The students are given three minutes to finish the task.Suggested main idea for each part：Part 1 (Para 1)：Opening of the letter and introduction to what will be talked about in the passage.Part 2 (Para 2-3)：The school where Jo worked and Jo’s work at the school.Part 3 (Para 4-8)：Jo and Jenny visited Tombe’s home in the village.Part 4 (Para 9)：Closing of the letter.Reading carefullyT：Now you’re to read the passage carefully to complete the tables below! Five minutes for you.Table 1 (about the school)Table 2 (about the life in the village)After the students have finished, check the answers. This activity will help the students to learn more about the life people are leading in PNG, therefore understand the importance of volunteers’ work. The information in italics is suggested answers.Then deal with Exercise 2.T：Look at the facts listed in Exercise 2. They are chosen from the letter. Can you find or guess the reasons for them according to the reading passage?Suggested reasons：1. In the science lesson the boys were frightened by what they saw—the mixture was bubbling over everywhere, thinking that something terrible had happened, so they jumped out of the windows to escape from danger.2. Because most of the boys will go back to their village after studying in the school, and their knowledge of chemistry will prove useless, so Jo wondered how relevant chemistry was to the boys.3. I think it’s a kind of greeting language. And I’m sure all the family members will be happy and excited to have visitors like Jenny and Jo.4. There were no windows in Mukap’s hut. Perhaps in this way they can prevent flies, mosquitoes and otherinsects from coming in. Or maybe they can’t afford to buy glass to make windows.5. The tin can was standing upside down on the grill in order to get the leftover dry up quickly.Step Ⅳ DiscussionT：Now I have two questions for you to discuss.Look at the following questions on the paper. Let the students get into groups and have a discussion.1. Why do you think Jo became a volunteer in PNG? Give as many possible reasons as you can.2. Would you like to work as a volunteer in a poor area? Give reasons.Step Ⅴ HomeworkWrite a passage about 100 words to introduce the village and life in the village according to the photos and table in Exercise.。
高中英语 Unit4 Sharing教案3 新人教版选修7-新人教版高二选修7英语教案
1.who she is 2. what she did inMalawi3. what she did inMalawi4. her plans for the future
四.精讲点拨
In your letter, you can:
Introduce yourself
Say something about your interests and hobbies
Describedyour family
Let her know you want to make friend with her and her from her
O
二.预习检测
Asksome Ss to read sentences with attributive clauses in“A letter from plan”
三.质疑探究
Write a paragraph on each topic below in the order shown. Remember to use time expressions listed on Page 35.
六.作业布置
Ask Ss to polish the letter they wrote in class and hand it in tomorrow.
板
书
设
计
1.who she is
2.reasons why she joined MSF
3.what she did inMalawi
4.what she did in theSudan
情感态度价值观
Help the students learn how to write a letter to a child they would like to sponsor.
高中英语《Unit 4 Sharing》优质教学课件
L4.efWt hhoamt deitdoAthuedrmeyosdtodiifnfihceurltlapslatcfeivsetoyehaerlps?those in need
Text study 文本研读
7
Step Ⅲ Careful reading
1. Audrey’s life story. （ How does the text develo
13
Consolidation
2. Retell Audrey’s life story. As a young girl… After the war… In 1988… In her last five years… In 1992…
14
Homework
1.Read and memorize words and expressions.
Audrey was considered the most beautiful woman world-wide and still influences major stars of today.
Becoming famous never changed her generous character. She took advantage of her fame and dedicated the reminder of her life to doing humanitarian work for UNICEF. It is her spirit of sharing love and care that makes her a true angel.
In the last five years
Left home to the most difficult places
高中英语Unit4SharingSectionⅢ—Writing课件新人教版选修7
3.你的母亲就是这样一位妇女,善良、勤劳,永远值得你尊敬。Βιβλιοθήκη 参考范文 My Mother
My mother is a village woman who is already in her fifties.She has very little school education,but she knows that knowledge is of great importance to young people.She often asks me how I get along with my studies and encourages me to study hard.
具体的写作技巧如下: 选好描写的角度。必须考虑好站在第几人称的角度上写和从哪 一点着手写。 描述详略得当。要能够抓住人物特点,按要求对人物进行描写, 并要注意详略得当。 描述准确生动。描写人物时还要注意语言要准确生动,可以灵活 地使用一些主动句、被动句和with的复合结构以及从句等句式。 同时,也要注意准确地使用一些动词、名词、形容词、副词以及介 词短语等。
高中英语《Unit 4 Sharing》优质教学课件设计
Reபைடு நூலகம்ding
A Letter Home
Sharing is amazing.
Reading
A Letter Home
--By Jo (a volunteer works in
Papua New Guinea)
Fast-reading
What is the letter mainly about?
Discussion
Would you like to work as a volunteer? Where do you want to go or who do you want to service for? Give reasons.
Discussion: Would you like to work as a volunteer?
I want to service for... Because I want to share… with others/… The reason is that…
Discussion: Would you like to work as a volunteer?
Helping others needs nothing but your love. It doesn't mean you have much but it lies in you are willing to share.
精编教案--高二英语选修七教学设计unit4sharing
高二英语选修七教学设计Unit4 SharingW arming Up and Pre-reading ----the First PeriodT eaching goals教学目标I Language goals语言目标a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子II. Ability goals 能力目标Enable students to talk about plants and animals under the sea.III. Emotional goals 情感目标1.Stimulate students’ love for livings under the sea.2.Develop students’ sense of cooperative learning.T eaching aids 教具准备the MediaT eaching steps 教学过程Step1. Warming up Step2. Pre—reading Step3 . HomeworkWarming up1Enjoy what some famous people think about Sharing2.Have you ever helped your parents, or other relatives, or your friends, or people in your community, or people outside your community?Pre—reading: Deal with the Pre-Reading part on p28Homework: 1. Search on the Internet or other sources for information about how to work as volunteers. 2. Preview the text on page 29高二英语选修七教学设计Unit4 SharingReading and Comprehending-------The Second PeriodT eaching goals教学目标I Language goals语言目标 a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子1. I know you’re dying to hear all about my life….2. However, one thing is for sure , I’ve become more imaginative in teaching.II. Ability goals 能力目标1.Develop students’ reading ability and let them learn different reading skills.2. Enable students to talk about the passage.III. Emotional goals 情感目标Develop students’ sense of cooperative learningT eaching aids 教具准备the MediaT eaching steps 教学过程Step1.Fast reading Step2. Careful reading Step3.Summary prehending【Fast reading】True or False:1)The classrooms are made from bricks and the roofs from grass.2)It always takes the boys only a few minutes to get to the school.3)Science is the most challenging subject for Jo.4)When Jo and Jean arrived at the village, they shook hands with all the villagers.5)Tom be threw out the tin can because it’s very dir ty. (FFTTF)【Careful reading】l. Why does Jo call the school where he teaches a bush school?A. Because the school was built in a bush.B. Because the classrooms are made from bamboo and the roofs from grass.C. Because there is nothing but bushes around the school.D. Because students in that school use "bush" as their names.2. Which of the following statements is RIGHT?A. There is no electricity but enough water at school.B. I can become used to the school' s condition easily.C.The students there often do chemistry experiments.D.We have neither textbooks nor any experiment equipment.3. Which of the following sentences are RIGHT about Mukap' s house?a. It is a low bamboo hut with grass sticking out of the roof and this shows it' s a woman' s house.b. There were no windows and the doorway was just big enough to get through.c. The hut was dark inside so it took time for our eyes to adjust.d. Fresh grass had been laid on'the floor but there was an old platform.e. That night Kiak-aras going to share the platform with us.A. abeB. bcdC. bceD. cde4.What can you say about the village?The village was a place full of natural beauties. There are more trees and bamboos.5. What can you say about life in the village? People in the village lived a simple life.【Homework】高二英语选修七教学设计Unit4 SharingLanguage points ---The Third PeriodT eaching goals教学目标I Language goals语言目标a. Important words and phrases 重点词汇和短语b. Important sentences 重点句子1.I know you’re dying to hear all about my life….2. However, one thing is for sure , I’ve become more imaginative in teaching.3. Otherwise, they do n’t waste anything.II. Ability goals 能力目标1.Get students to use some useful new words and expressions correctly.2.Enable students to make sentences after the useful sentence patterns.III. Emotional goals 情感目标1.Stimulate students’ interest in learning English.2.Develope students’ spirit of cooperating and teamwork.T eaching aids 教具准备：the MediaT eaching steps教学过程Step1.Greetings Step2.Revision:vocabulary.Step3. Language points Step4. Exercises【词汇重现】Review words and expressions in unit4.【学习新知】见新新学案P45—P49知识点。
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Unit 4 Sharing --- Writing
Teaching goals 教学目标
1. Ability goals能力目标
Enable the students to write about a person’s experience by using time expressions.
Enable the students to write a letter to a child they would like to sponsor.
2. Learning ability goals学能目标
Help the students learn how to write about a person’s experience by using time expressions.
Help the students learn how to write a letter to a child they would like to sponsor.
Teaching important and difficult points教学重难点
The characteristics of narration.
Teaching methods教学方法
Task-based method and writing.
Teaching aids教具准备
A projector and a computer.
Teaching procedures & ways教学过程与方式
Step I Revision
Check the homework.
Ask some students to read the sentences with attributive clauses in “A LETTER FROM PLAN”.
1. My name is Rosanna and I work as a community volunteer in an area of Ecuador where
Orlando and his family have lived for as long as they can remember.
2. Although they still have time to play, they also have to help with daily jobs, which can take up a
lot of time.
3. Orlando’s family lives in a small metal house that has a straw roof and a dirt floor.
Step Ⅱ Pre-writing
T: Let’s recall something about Dr Mary Murray, who worked as a volunteer with Medecins Sans
Frontieres (MSF). Who’d like to say something about her? Let’s try it this way. Each of you is
given the chance to say only one sentence about Dr Mary Murray. OK, begin. Of course, you can
have an attributive clause in your sentence.
Sa: Dr Mary Murray was a volunteer, who worked with Medecins Sans Frontieres (MSF).
Sb: Dr Mary Murray once worked in clinic in both Malawi and Sudan which are developing
countries in Africa.
…
Step Ⅲ Writing
T: Very good. Now you are asked to write about Dr Murray for the school magazine. Write a
paragraph on each topic below in the order shown. Remember to use time expressions listed on
Page 36.
1. who she is
2. reasons why she joined MSF
3. what she did in Malawi
4. what she did in the Sudan
5. the effects on her of her experiences
6. her plans for the future
After the students have finished writing, show two samples on the screen and check the mistakes
if any.
Step Ⅳ Writing task
Deal with WRITING TASK on Page 75.
T: Imagine that you have decided to sponsor Shan-shan, a 11-year-old girl from Gansu Province.
Her family cannot afford to keep her at school. But she loves practicing English. Write a letter to
her in English. In your letter, you can:
Introduce yourself
Say something about your interests and hobbies
Describe your family
Let her know you want to make friend with her and hear from her
Other things you would like to tell her
After the students have finished writing, ask several of them to read their letters.